A provocative study questions the value and/or harm of conformity in a school setting.




A close look at four young "troubled" kids in school.

When children enter the public school system, they are expected to sit still for long periods of time, listen, and do as they are told. In this intriguing, in-depth look at four young children, educator Shalaby examines the damage that may be done to kids who must conform. "Our schools are designed to prepare children to take their assumed place in the social order rather than to question and challenge that order," writes the author, who uses pseudonyms for her subjects. "Even our supposedly 'best' schools—maybe especially these most well-resourced, largely white schools—fail to give young people a chance to teach and learn the meaning, the responsibilities, and the demands of freedom." Despite the disciplinary actions of their teachers, the four children the author followed in school, and later in their homes, continue to express their individuality. Zora hides a handful of straws at lunch one day so she can build a “super straw.” Lucas is quickly bored during a read-aloud session and interrupts the class by going to get his own book to read. Sean engages in silly antics to garner a laugh or affirmation when the class work is boring. Marcus is full of energy and hidden stress, which pops out at inconvenient times. These children are not alone; there are numerous others who find it difficult to adapt to and obey the rigid structure of a typical school day. Shalaby ponders what's being lost when these highly inquisitive, energetic, think-outside-the-box kids are forced, through constant discipline, ridicule, and/or medications, to suppress their individuality. It's an important question, which teachers and parents should be asking when they notice a child expressing him- or herself in ways that aren’t necessarily “normal.”

A provocative study questions the value and/or harm of conformity in a school setting.

Pub Date: March 7, 2017

ISBN: 978-1-62097-236-6

Page Count: 224

Publisher: The New Press

Review Posted Online: Dec. 27, 2016

Kirkus Reviews Issue: Jan. 15, 2017

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The sub-title of this book is "Reflections on Education with Special Reference to the Teaching of English in the Upper Forms of Schools." But one finds in it little about education, and less about the teaching of English. Nor is this volume a defense of the Christian faith similar to other books from the pen of C. S. Lewis. The three lectures comprising the book are rather rambling talks about life and literature and philosophy. Those who have come to expect from Lewis penetrating satire and a subtle sense of humor, used to buttress a real Christian faith, will be disappointed.

Pub Date: April 8, 1947

ISBN: 1609421477

Page Count: -

Publisher: Macmillan

Review Posted Online: Oct. 17, 2011

Kirkus Reviews Issue: April 1, 1947

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Carefully researched and chilling, if somewhat overwritten.


Comprehensive, myth-busting examination of the Colorado high-school massacre.

“We remember Columbine as a pair of outcast Goths from the Trench Coat Mafia snapping and tearing through their high school hunting down jocks to settle a long-running feud. Almost none of that happened,” writes Cullen, a Denver-based journalist who has spent the past ten years investigating the 1999 attack. In fact, Eric Harris and Dylan Klebold conceived of their act not as a targeted school shooting but as an elaborate three-part act of terrorism. First, propane bombs planted in the cafeteria would erupt during lunchtime, indiscriminately slaughtering hundreds of students. The killers, positioned outside the school’s main entrance, would then mow down fleeing survivors. Finally, after the media and rescue workers had arrived, timed bombs in the killers’ cars would explode, wiping out hundreds more. It was only when the bombs in the cafeteria failed to detonate that the killers entered the high school with sawed-off shotguns blazing. Drawing on a wealth of journals, videotapes, police reports and personal interviews, Cullen sketches multifaceted portraits of the killers and the surviving community. He portrays Harris as a calculating, egocentric psychopath, someone who labeled his journal “The Book of God” and harbored fantasies of exterminating the entire human race. In contrast, Klebold was a suicidal depressive, prone to fits of rage and extreme self-loathing. Together they forged a combustible and unequal alliance, with Harris channeling Klebold’s frustration and anger into his sadistic plans. The unnerving narrative is too often undermined by the author’s distracting tendency to weave the killers’ expressions into his sentences—for example, “The boys were shooting off their pipe bombs by then, and, man, were those things badass.” Cullen is better at depicting the attack’s aftermath. Poignant sections devoted to the survivors probe the myriad ways that individuals cope with grief and struggle to interpret and make sense of tragedy.

Carefully researched and chilling, if somewhat overwritten.

Pub Date: April 6, 2009

ISBN: 978-0-446-54693-5

Page Count: 406

Publisher: Twelve

Review Posted Online: May 20, 2010

Kirkus Reviews Issue: Feb. 15, 2009

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